- Focus on attention and listening activities
- Ensure all adult language is supported by visual prompts (photographs, pictures, objects of reference, Makaton)
- More staff supporting a child and smaller group sizes
- Activities altered to match developmental and language levels
- Interventions that could be done with a other professional
- Any other reasonable adjustments
Quality First Teaching supports most children to make good progress. In some cases, children and young people with SEND will need support that is specially designed for them. This type of support is written down in a SEN Support Plan. It includes:
- strengths
- what support is needed to make good progress
- clear goals to track what is working and what is not
Schools and settings in Newcastle should use the Descriptors of Need guidance to help identify what the needs are and how best to meet. The examples below are just some of the things suggested in the Descriptors of Need and other local guidance.
Examples in early years
Communication and interaction
Speech and language
- Phonological awareness activities linked to speech production (such as rhymes and alliteration)
- Attention and listening activities
- Talk buttons or talking postcards
- Use of Makaton signing by staff
- Any other reasonable adjustments
Cognition and learning
- Repetition and reinforcement skills
- Reduce the challenge of tasks so they can access learning
- Provide opportunities to develop memory skills
- Very small group time in a quiet environment focused on stage appropriate play
- Additional adult support
- Any other reasonable adjustments
Social Emotional and Mental Health (SEMH)
- Actively and empathetically listen to child
- Very small group time focused on personal, social and emotional development
- Involvement with parents to make sure strategies are used at home as well as in school
- Mindfulness and/or yoga
- Support from an educational psychologist, early years specialist or mental health lead
- Any other reasonable adjustments
Sensory
- 1 to 1 support
- Occupational therapy intervention
- changes to the environment for accessibility
- Access to ICT to support independent learning, recording skills and communication
- A time out area for rest periods and sensory regulation
- Any other reasonable adjustments
Examples in schools
Teaching strategies
- Scaffolding: Breaking tasks into smaller steps with support at each stage.
- Use of visual aids: Diagrams, mind maps, and visual schedules.
- Chunking information: Presenting content in manageable parts.
- Use of multi-sensory approaches: Combining visual, auditory, and kinesthetic methods.
- Explicit instruction: Clear, direct teaching of concepts and skills.
Classroom environment
- Low-arousal spaces: Calm, clutter-free areas to reduce sensory overload.
- Quiet zones or breakout areas: For emotional regulation or focused work.
- Visual timetables and prompts: To support understanding and routine.
- Flexible seating arrangements: To suit sensory or physical needs.
- Minimised distractions: Strategic placement of pupils and use of screens or headphones.
- Accessible displays: Clear, uncluttered, and relevant to current learning.
Equipment and resources
- Writing supports: Pencil grips, sloped desks, or alternative writing tools.
- Assistive technology: Speech-to-text software, tablets, or reading pens.
- Modified texts: Simplified language or large print versions.
- Sensory tools: Fidget toys, weighted cushions, or ear defenders.
- Reading overlays: To support visual processing difficulties.
- Task management tools: Timers, checklists, or planners.
Interventions
- Literacy/numeracy catch-up programmes: Targeted support for gaps in learning.
- Emotional literacy support: ELSA (Emotional Literacy Support Assistant) sessions.
- Occupational therapy input: For fine/gross motor skills or sensory needs.
- 1:1 or small group tutoring: Focused academic or behavioural support.
Timetables
- Flexible timetabling: Adjusted start/end times or lesson durations.
- Reduced or adapted curriculum: Prioritising core subjects or life skills.
- Movement breaks: Scheduled sensory or physical activity.
- Alternative provision slots: Time spent in nurture groups or resource bases.
- Transition support: Extra time or support between lessons or settings.